Understanding Ordinality and Quantity in Developmental Dyscalculia
Author Information
Author(s): Orly Rubinsten, Dana Sury
Primary Institution: University of Haifa, Haifa, Israel
Hypothesis
Are there two separate core systems for processing numerical magnitude and ordinal information?
Conclusion
The study suggests that individuals with developmental dyscalculia may have a specific deficit in processing ordinal information, separate from quantity processing.
Supporting Evidence
- DD participants exhibited a normal ratio effect in the non-symbolic task.
- Ordinality effect appeared only in the descending direction for DD participants.
- Both groups used ratios and direction to retrieve ordinal information.
- DD participants relied on linguistic cues to facilitate ordinal processing.
- The study suggests a distinction between core systems for quantity and ordinality.
Takeaway
This study looks at how people understand numbers and order. It found that some people have trouble with order, even if they can count well.
Methodology
The study involved two experiments comparing ordinal processing in typically developing adults and adults with developmental dyscalculia using both symbolic and non-symbolic stimuli.
Potential Biases
Potential biases in participant selection and the reliance on self-reported diagnoses.
Limitations
The study's findings may not generalize beyond the specific tasks and stimuli used.
Participant Demographics
28 native Hebrew speaking adults, including 15 typically developing and 13 diagnosed with developmental dyscalculia.
Statistical Information
P-Value
p<0.05
Statistical Significance
p<0.05
Digital Object Identifier (DOI)
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